What strategies can teachers use to support these children?
Page 7: Incorporate Familiar and Non-Stereotypical Materials
Another strategy that teachers can use to support young DLLs with disabilities is to prominently display and use items reflecting the contemporary cultures of the children represented in the classroom and in the community. These might include books, materials, toys, instruments, music, tools, photographs, and other visuals. Teachers should also take steps to make many of these materials—such as books—available for children and families to use at home. Teachers must ensure, however, that any cultural, ethnic, and linguistic representations do not perpetuate stereotypical views of any particular group. Rather, they should portray a respectful and accurate understanding of every group.
The families of young DLLs can serve as resources for the classroom. Teachers can engage families in the classroom by inviting them to share stories, songs, or foods from their culture. When families are asked to share materials that portray their home language or culture, they are more than willing to do so. Asking families to share materials also shows value and respect for the families and their cultures. Further, if specific linguistic and cultural materials are not readily available, teachers can help make them with the children and families using photographs and other materials from home. This is especially helpful for languages where there are limited resources or materials available.
A look inside Mrs. Raymond's classroom
Mrs. Raymond recently participated in a training that challenged her to consider if the materials in her classroom illustrating “minority” groups focused mostly on holidays or other stereotypic pictures. To avoid confusion, she specifically selected a photo to display a Native American woman in a business suit working at a computer, instead of in ceremonial feathers, and a Mexican physician instead of a Mexican man wearing a sombrero. Finding effective anti-bias materials that reflect the diverse cultural and ethnic groups in her classroom was difficult for her to find, so she also asked parents to bring in pictures of their families to display in her classroom.
